This chapter reinforced what I already know about designing units backwards to ensure that the end results are the main focus and not the activities to arrive there. It talked about the different methods of assessments, which I don’t think most students realize exist. Most of us are used to the typical tests, quizzes, and projects, but there are so many more that aren’t necessarily assigned or given that help teachers to determine the next course of action. I think that a lot of students don’t realize that they are being assessed throughout the course of study and assume that the end test or project is their only chance to prove that they know what they’re doing, and while this is unfortunately the case with some teachers, there are other teachers who use formative assessments to assist the summative assessment. Then, if a student does not do well on the summative assessment, the teacher is able to look back at formative assessments and see if there is something along the way that the student struggled with or if it is another matter altogether. I really like the idea of pre-assessments, formative assessments, and summative assessments, and I think that if they can be used together correctly they can be really beneficial to the teacher and the students. Certain aspects of my subject area will be difficult to find all three of the assessment types for, but I think that I can be creative and find ways to assess my students from beginning to finish.
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